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B.E.L.I.E.F.Blueprints for Effective Leadership and Instruction for our English Learners’ Futurehttps://rcoe.haikulearning.com/mmccabe/b.e.l.i.e.f/cms_ page/view/29420109
2017 B.E.L.I.E.F. Module 4 1
How might we use formative assessment data to monitor English Learner’s progress?
Essential Question
2017 B.E.L.I.E.F. Module 4 2
Participants will:
▪ Discuss methods of formatively assessing language development.
▪ Use qualitative data to monitor individual English learner progress.
Session Outcomes
2017 B.E.L.I.E.F. Module 4 3
1. S tandards for ELD are utilized for instruction & assessment.2. E nglish learners are engaged in meaningful interaction &
learning about how English works.3. E nglish language proficiency needs are targeted. 4. D aily ELD instruction is provided for all ELs. 5. S upportive context for learning, fostering respect, inclusion,
and well-being.
The Big Five of ELD:
2017 B.E.L.I.E.F. Module 4 4
How does formative
assessment support
“The Big 5?
55
“Teachers’ deep understandings of the CA CCSS for
ELA/Literacy, the CA ELD Standards, and other content
standards are critical to effective assessment for and of
learning because these standards guide instructional and
assessment practices with ELs.”
“Keeping track of students’ developing language can occur
simultaneously with tracking their developing content
knowledge. There’s no need to create new assignments to
obtain samples of student language.” (Boals et. al, 2015)
(CA ELA/ELD Framework, Ch. 8, p. 850)
2017 B.E.L.I.E.F. Module 4
66
ELPAC Listening Domain
LISTENING TO A SHORT EXCHANGE, Grades K–12:
LISTENING TO A CLASSROOM CONVERSATION, Grades 3–12:
LISTENING TO A SPEAKER SUPPORT AN OPINION, Grades 6–12:
LISTENING TO A STORY, Grades K–12:
LISTENING TO AN ORAL PRESENTATION, Grades K–12:
2017 B.E.L.I.E.F. Module 4
77
ELPAC Speaking Domain
TALK ABOUT A SCENE, Grades K* –12:
SUPPORT AN OPINION, Grades K–12:
SPEECH FUNCTIONS, Grades 2–12:
RETELL A NARRATIVE, Grades K–5:
PRESENT AND DISCUSS INFORMATION, Grades 6–12:
SUMMARIZE AN ACADEMIC PRESENTATION, Grades K–12:
2017 B.E.L.I.E.F. Module 4
88
ELPAC Reading Domain
READ–ALONG WORD WITH SCAFFOLDING, Grades K:
READ–ALONG STORY WITH SCAFFOLDING, Grades K–1:
READ–ALONG INFORMATION, Grades K–1:
READ AND CHOOSE A WORD, Grades 1–2:
READ AND CHOOSE A SENTENCE, Grades 1–12:
READ A STUDENT ESSAY, Grades 3–12:
READ A LITERARY PASSAGE, Grades 1–12:
READ AN INFORMATIONAL PASSAGE, Grades 1–12:2017 B.E.L.I.E.F. Module 4
99
ELPAC Writing Domain
LABEL A PICTURE–WORD WITH SCAFFOLDING, Grades K–1:
WRITE A STORY TOGETHER WITH SCAFFOLDING, Grades 1–2:
WRITE AN INFORMATIONAL TEXT TOGETHER, Grades 1–2:
WRITE ABOUT AN EXPERIENCE, Grades 3–12:
WRITE ABOUT ACADEMIC INFORMATION, Grades 3–12:
JUSTIFY AN OPINION, Grades 3–12:
DESCRIBE A PICTURE
2017 B.E.L.I.E.F. Module 4
Assessment Cycles: Connecting to Language Development
(CA ELA/ELD Framework, Ch. 8, Fig. 8.4)
Classroom
formative
assessment of
language
development
2017 B.E.L.I.E.F. Module 4 10
“While ELL students certainly need to
listen and read English, they learn the
language by using it, mainly through
talking and writing.”-Heritage, Walqui, Linquanti (2015)
2017 B.E.L.I.E.F. Module 4 11
What might formative assessment look like in a classroom?2017 B.E.L.I.E.F. Module 4 12
Formative Assessment of Language in the Classroom-What Opportunities Exist?SNAPSHOTS:
Source: CA ELA/ELD Framework
2017 B.E.L.I.E.F. Module 4
How is this teacher
using formative
assessment?
Formative assessment is “the process used by teachers to
recognize and respond to student learning, in order to
enhance that learning, during the learning,” according to
Black and Wiliam (1998)
WhyFormative Assessment forELs? Skim the ELD Proficiency Level
Continuum on pp. 21-24 of the CA ELD
Standards document. How might this
tool be referenced as part of formative
assessment of language development?
2017 B.E.L.I.E.F. Module 4 14
1515
Oral Language
Oral language production is another
opportunity for formative assessment:
Qualitative & quantitative aspects of language exchanges.
Focus on conversation topic or goal.
Application of academic language.
Use of language to accomplish a particular
function.
2017 B.E.L.I.E.F. Module 4
16162017 B.E.L.I.E.F. Module 4
Language Functions
17
• Partner 1 shares his/her thoughts on a topic for a specified amount of time with Partner 2.
• Partner 2 then builds upon what Partner 1 just shared for a specified amount of time.
• Partner 2 then shares his/her thoughts or builds upon the idea from Partner 1 for a specified amount of time.
• Partner 1 then builds upon what Partner 2 just shared for a specified amount of time.
1 Minute
30 Seconds
Shares.
Validate, question or
comment.
Share or build upon.
Validate, question or
comment.
1 Minute
30 Seconds
PAIR-SHARE TO BUILD UPON IDEAS
are….
Describe how formative assessment
is being used in your district? What
evidence do you have for your
statement?In our district, formative
assessment _______________
1818
Examples:
Combine clauses in
a few basic ways to
make connections.
Justify opinions by
providing some
textual evidence.
Use knowledge of
morphology to select
affixes in basic ways.
Use academic words
to create precision
when speaking.
2017 B.E.L.I.E.F. Module 4
Let’s Watch!
https://www.teachingchannel.org/videos/participation-protocol-ousd
How does Ms.
Nguyen
informally
assess active
participation
in peer
discussions?
2017 B.E.L.I.E.F. Module 4 19
2020
Using the
Conversation
Analysis Tool
https://www.youtube.com/watch?v=eblovJURDsY
2017 B.E.L.I.E.F. Module 4
2017 B.E.L.I.E.F. Module 4 21
Conversation Analysis Tool (CAT)Dimension 0: Turn Taking
Students take appropriate turns to construct a conversation.
Haku
ta, Z
wie
rs, R
uth
erf
ord
-Qu
ach
, 2
01
5
Strong
Evidence
Students appropriately* start and stop their conversational turns throughout
the interaction, and they contribute more or less equally. (*one at a time, not
interrupting, etc.)
Inconsistent
Evidence
Students engage in some appropriate conversational turns, but at times
either student might interrupt, pause mid-turn, not talk when appropriate, talk
too much during one or several turns, or display other awkward behaviors.
Attempting
Interaction
Students rarely start and stop their conversational turns appropriately, or one
student talks too much during most turns.
No Evidence Students do not take conversational turns during the interaction.
21
2017 B.E.L.I.E.F. Module 4 22
Conversation Analysis Tool (CAT)Dimension 1: Building
Turns build on previous turns to build up an idea.
Haku
ta, Z
wie
rs, R
uth
erf
ord
-Qu
ach
, 2
01
5
Strong
Evidence
Half or more of the conversational turns build on previous turns to
effectively build up a clear and complete idea.
Inconsistent
Evidence
Half or more of the conversational turns build on previous turns to
adequately build up an idea, which may be incomplete or lack clarity.
Attempting
Interaction
Few conversational turns build on previous turns to build up an idea.
No Evidence Conversational turns are not used to build up an idea.
2017 B.E.L.I.E.F. Module 4 23
Conversation Analysis Tool (CAT)Dimension 2: Focus on Objective
Turns focus on the knowledge or skills of the lesson’s objectives.
Haku
ta, Z
wie
rs, R
uth
erf
ord
-Qu
ach
, 2
01
5
Strong
Evidence
Half or more of the conversational turns effectively focus on the
lesson objectives and show depth or fostering of the intended
learning.
Inconsistent
Evidence
Half or more of the conversational turns sufficiently focus on the
lesson objectives, but this focus may be superficial or lack clarity.
Attempting
Interaction
Few conversational turns focus on the lesson objectives.
No Evidence Conversational turns do not focus on the lesson objectives.
Context: For this fifth grade science lesson, students focus on comparing the weight of two different cups in which they have placed damp paper towels inside the day before. One of the cups is covered with a lid and the other is not. Students observe the weights of different cups on a scale and hypothesize why one side is heavier than the other.
FIFTH GRADE CONVERSATION EXAMPLE
Objective: Students will make hypotheses using evidence as they observe a scientific phenomenon.
(1) Student A: It’s pushing it down and makes it heavier.(2) Student B: Yeah, I think the one with the lid got heavier ‘cuz it didn’t have the
air and it got drier.(3) Student A: So, it got lighter?(4) Student B: Yeah, it got lighter and the one with the lid has like fog and water
drips that makes it heavier.(5) Student A: So, that’s more weight. So you’re saying the one without the lid is
getting lighter, and the one with the lid is getting heavier.(6) Student B: Yeah.(7) Student A: If it’s getting drier, it’s getting lighter; and if it’s not getting drier,
it’s getting heavier.(8) Student B: I agree. The one with the lid is not getting damp and has the same
water as yesterday.
Conversation Prompt: Come up with an explanation with your partner as to why the cup with the lid is heavier than the cup without a lid.
“Build On” to “Build Up”
About half of the turns (four of the eight turns)build on each other to generate and clarify an idea.However, while the students are on their way to understanding and articulating their idea(s)regarding why one of the cups is now heavier than the other, their idea(s) lack clarity.
3
Focus on the Content Objective
Around half the turns demonstrate evidence of making hypotheses about the science phenomena. But making hypotheses is only part of the learning objective; the other part is using (i.e. citing) evidence from their observations of that phenomenon; while one can assume that the students are looking at the experiment and that is informing their claims, there is little verbal evidence of this assumption. Additionally,as these students are in the process of “verbally figuring it out,” some of their attempts at generating hypotheses appear contradictory or at least confusing.
3
YOU DO TOGETHER –SIXTH GRADE HAMMURABI’SLAWS – JUST OR NOTANALYZE A SAMPLE
http://www.youtube.com/watch?v=TfwVORoKLtw#t=109
How would you rate this
conversation using the rubrics.
Based on your score, how
might you strengthen the
quality of collaborative
conversations in your
classroom. What might you
work on in integrated or
designated eld?
Looking at Student Writing
2017 B.E.L.I.E.F. Module 4 29
Language Forms
● Adjectives/Adverbs
● Auxiliary Verbs: should, might, could,
etc.
● Citation Verbs
● Complex Sentences
● Complete Sentences
● Compound Sentences
● Conjunctions
● Modifiers
● Morphology Knowledge
● Nominalization (turn a verb or
adjective into a noun)
● Nouns and Noun Phrases
● Past Tense Verbs
● Precise Language
● Prepositions or Prepositional Phrases
● Sequencing Words
● Simple Sentences
● Text Structure
● Transition Words
● Verbs and Verb Phrases
Sample Language Forms
Language Analysis Framework for Writing
Content Knowledge
and Structure
Text Organization and
StructureGrammatical Structures Vocabulary
Spelling &
Punctuation
Is the overall meaning
clear?
Are the big ideas there
and are they accurate?
Is the text type (e.g.,
opinion, narrative,
explanation)
appropriate for
conveying the content
knowledge?
Does the register of
the writing match the
audience?
Is the purpose (e.g.,
entertaining,
persuading, explaining)
getting across?
Is the overall text
organization appropriate
for the text type?
Are text connectives
used effectively to
create cohesion?
Are pronouns and other
language resources
used for referring the
reader backward or
forward?
Are the verb types and tenses
appropriate for the text type?
Are noun phrases expanded
appropriately in order to enrich
the meaning of ideas?
Are sentences expanded with
adverbials (e.g., adverbs,
prepositional phrases) in order to
provide details (e.g., time,
manner, place, cause)?
Are clauses combined and
condensed appropriately to join
ideas, show relationships
between ideas, and create
conciseness and precision?
Are general academic
and domain-specific
words used, and are
they used accurately?
Are a variety of words
used (e.g., a range of
words for “small”:
little, tiny, miniscule,
microscopic)?
Are words spelled
correctly?
Is punctuation
used
appropriately?
Drawn from the CA ELA/ELD Framework, (2015), Ch. 8, pg. 852, Fig. 8.7, the work of Spycher, P. and Linn-Nieves, K.
In Ch. 8 of the ELA/ELD Framework, skim “ELD Progress in Writing,” pp. 851-855.
Consider: How could a tool such as Figure 8.7, (p. 852) be adapted for your setting?
2017 B.E.L.I.E.F. Module 4 32
Analyzing Student WritingReview pages 851-855 in Chapter 8 in the ELA/ELD Framework.
Discuss the following prompts:1. What does the student writing tell
us about what language they have mastered.
2. What language instruction do they need?
3. How would you respond instructionally?
2017 B.E.L.I.E.F. Module 4 33
▪Analyze the student writing samples provided using the rubric and the ELD standards.
What language (Functions/forms) have students mastered?
What needs more instruction?
Your Turn
How might we use formative assessment data to monitor English Learner’s progress?
Essential Question
2017 B.E.L.I.E.F. Module 4 35
